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Increasingglobalization has seen many people migrate to the United States insearch of opportunities or in pursuit of education. Normally, thesepeople are faced by hurdles of communication as language becomes agreat barrier to achieving their goals. Of special interest is thelanguage problem faced by students who come to the U.S to study.Students with language problem experience critical learningdifficulties and lack the confidence to speak or take active role inclass (Sawir567).World over, it has become necessary to study English either as asecond language or a foreign language. Globalization is particularlypropagated by education. This document looks at the language problemthat international students face and the way that they can beassisted to achieve their academic as well as experience theirAmerican dream.

Internationalstudents come to higher institutions of learning with differentlevels of proficiency in English language and varying level offamiliarity with the American academic and social conventions (Sawir570).In this documentary, students with lower level of languageproficiency and as well as minimal familiarity with convention in theU.S culture will be the focus.

Thereis culture shock that comes with being an international student inthe U.S particularly when language is a problem. Of importance tonote is the fact that, the minimum language requirements forinternational students are not high and therefore, fear ofembarrassment and loss of face may hinder students from accepting tohaving difficulties in their studies.

Themost basic problem faced by international students is in their everyday communication. The students need to interact with differentpeople whom they need in spoken language including accommodationservices, public transport, shops, as well as in their academicdepartments. These students may not be accustomed with the speed ofspeech, the new accents besides the words and phrases used by theAmericans (Kellyand Yvonne 24-46).Further, international students may also not be familiar with theAmerican cultural principles such as ways of requesting, greeting,apologizing and lack the language or the lingual facts normallyemployed in these conversations.

Inclassroom, international students with low level of languageproficiency experience hurdles listening to lectures and may missimportant points. To help them, it is advisable to allow them to stayin the front of the class so as they can hear as much as possible. Inaddition, lecturers can give them handouts prior the next class sothat they can be able to follow the teachings. They can also beallowed to record lectures. This not only allows them to grasp thecourse content, but also enhance their language skills (Kellyand Yvonne 24-46).

Generally,international students in the U.S face several difficultiesassociated with language. They may be conversant with Englishlanguage but the speed, the accent and even the phrases used may be ahindrance. The cultural conventions also make these students shunaway from admitting challenges. Culture shock becomes obvious andthere is need for the university community to work closely togetherto assist them transit through this difficult times.


Kelly,Philip, and Yvonne Moogan. &quotCulture shock and higher educationperformance: implications for teaching.&quot HigherEducation Quarterly66.1 (2012): 24-46.

Sawir,Erlenawati. &quotLanguage Difficulties of International Students inAustralia: The Effects of Prior Learning Experience.&quotInternationalEducation Journal6.5 (2005): 567-580.